Choosing Portfolio Evidence

Overview

In this seventh lesson of Lead, Reflect, Grow, students select two or three meaningful examples of learning from key learning areas and wider school life. They practise explaining why each example matters by using the reflection sequence: what, so what, now what.

Learning intentions

• WALT identify evidence that shows learning, growth, values or contribution.
• WALT explain why selected evidence is meaningful.
• WALT connect experiences with personal identity, values and wellbeing.
• WALT make an intentional next-step choice based on reflection.

Success criteria

• I can select two or three suitable evidence pieces.
• I can describe what each piece shows about me.
• I can explain why it matters and what I will do next.
• I can listen respectfully to different experiences and viewpoints.

Curriculum links

• Health and PE — Relationships / Self and others: reflecting on how values, identity and peer influences shape choices and behaviours.
• Health and PE — Relationships / Self and others: understanding how diverse communities and groups contribute to wellbeing.
• Health and PE — Relationships / Self and others: practising strategies that promote fairness, inclusion and collective wellbeing.
• English — Text Studies / Response to texts: using a personal response to communicate information about ourselves and others.

The lesson also develops the key competencies of managing self, relating to others, and thinking, alongside the values of respect, integrity, diversity and community participation.

Lesson structure (30 minutes)

1. 0–4 min · Hook and connection. Teacher displays the opening question and portfolio examples and asks, “What can an object, image, piece of work or experience reveal about a person?” Students silently choose one possible item from their school life, then share with a partner why it might matter; students may pass if they do not wish to share personal information.

2. 4–9 min · Teach the reflection sequence. Teacher introduces the three prompts on the What, So what, Now what explanation:

• What? What is the evidence, and what happened?
• So what? Why is it meaningful, and what does it show about learning, values, identity or contribution?
• Now what? What will I continue, change or try next? Teacher models the process using a neutral example, such as a group project, sports achievement or service activity. Students identify which part of the model is descriptive, reflective and future-focused.

3. 9–13 min · Notice quality evidence. Teacher presents three short examples on the evidence comparison activity: a favourite piece with no explanation, a completed task with a basic explanation, and a piece linked to learning, values and a next step. Students discuss which example is strongest and justify their choice using the success criteria. Teacher reinforces that evidence does not need to be the most impressive item; it should be authentic and meaningful.

4. 13–23 min · Individual portfolio selection. Teacher distributes the Choosing Portfolio Evidence reflection worksheet and reminds students to select two or three pieces from different areas where possible, such as a subject task, creative or sporting activity, leadership, service, cultural participation, relationship achievement or personal challenge. Students record the evidence and complete the What, So what and Now what prompts for each choice. Teacher conferences with students, asking: “What does this show about you?” and “Why is this more meaningful than another possible choice?”

5. 23–27 min · Peer feedback. Teacher displays the peer-feedback instructions and establishes respectful sharing: students may read one reflection or summarise it, and partners respond with one strength and one question. Students use the prompts, “I can see that this matters because…” and “Could you explain more about…?” They revise one explanation so that it includes a specific learning, value, impact or next step.

6. 27–30 min · Plenary and exit reflection. Teacher returns to the final reflection prompt: “How can choosing evidence help us understand who we are and how we are growing?” Students complete the final box on the worksheet with one sentence beginning, “My strongest evidence choice is… because…” Two or three volunteers share, and the teacher previews that the next lesson will develop these reflections into a clear portfolio presentation.

Resources

• the complete Choosing Portfolio Evidence slide deck
• the Choosing Portfolio Evidence reflection worksheet
• Students’ existing digital or physical work samples, where available
• Portfolio folders or a learning-management platform
• Pens, pencils and highlighters
• Timer

Assessment

• During modelling and discussion, listen for students distinguishing description from explanation and reflection.
• Check worksheets for two or three relevant evidence choices and specific responses to What, So what and Now what.
• Use the peer-feedback revision and final sentence as formative evidence of students’ ability to justify meaning and identify a next step.

Differentiation

• Provide sentence starters on the worksheet: “This evidence is…”, “It matters because…”, “It shows that I value…”, and “Next I will…”.
• Allow students to choose evidence from school life without requiring disclosure of sensitive personal, cultural or religious experiences. Accept photographs, certificates, drafts, teacher feedback or a carefully described event where physical evidence is unavailable.
• Support students who need it by offering a teacher-selected menu of possible evidence areas, conferencing individually, and allowing speech-to-text or oral recording before writing.
• Challenge confident writers to connect one item to a wider contribution, community value or change in behaviour, and to explain how their next step could support their own or others’ wellbeing.
• For EAL learners, pre-teach evidence, meaningful, values, contribution and next step with simple examples; permit planning in a home language before producing the final response.